Scholarship Teaching Quotes

The sages advise us to study Torah lishma-"for its own sake" rather than to impress others with our scholarship. A paradox of parenting is that if we love our children for their own sake rather than for their achievements, it's more likely that they will reach their true potential.

American circumstances and Chiese character. How could I know these two things do not mix? I taught her how American circumstances work. If you are born poor here, it's no lasting shame. You are first in line for a scholarship. If the roof crashes on your head, no need to cry over this bad luck. You can sue anybody, make the landlord fix it. You do not have to sit like a Buddha under a tree letting pigeons drop their dirty business on your head. You can buy an umbrella. Or go inside a Catholic church. In America, nobody says you have to keep the circumstances somebody else gives you. She learned thse things, but I couldn't teach her Chinses character. How to obey parents and listen to your mother's mind. How not to show your own thoughts, to put your feelings behind your face so you can take advantage of hidden opportunities. Why easy things are not worth pursuing. How to know your own worth and polish it, never flashing it around like a cheap ring. Why Chinese thinking is best.

There is a problem that begins in our universities, and it comes down to Social Justice. The most immediate aspect of the problem is that Social Justice scholarship gets passed down to students, who then go out into the world. This effect is strongest within Social Justice fields, which teach students to be skeptical of science, reason, and evidence; to regard knowledge as tied to identity; to read oppressive power dynamics into every interaction; to politicize every facet of life; and to apply ethical principles unevenly, in accordance with identity.

I taught her how American circumstances work. If you are born poor here, it’s no lasting shame. You are first in line for a scholarship. If the roof crashes on your head, no need to cry over this bad luck. You can sue anybody, make the landlord fix it. You do not have to sit like a Buddha under a tree letting pigeons drop their dirty business on your head. You can buy an umbrella. Or go inside a Catholic church. In America, nobody says you have to keep the circumstances somebody else gives you. She learned these things, but I couldn’t teach her about Chinese character. How to obey your parents and listen to your mother’s mind. How not to show your own thoughts, to put your feelings behind your face so you can take advantage of hidden opportunities. Why easy things are not worth pursuing. How to know your own worth and polish it, never flashing it around like a cheap ring. Why Chinese thinking is best.

There is only one way out of this, namely, total separation from all the world. But withdrawal from the world does not mean physical removal from it. Rather, it is the withdrawal by the soul of any sympathy for the body. One becomes stateless and homeless. One gives up possessions, friends, ownership and property, livelihood, business connection, social life and scholarship. The heart is made ready to receive the imprint of sacred teaching, and this making ready involves the unlearning of knowledge deriving from evil habits. To write on wax, one has first to erase the letters previously written there, and to bring sacred teaching to the soul one must begin by wiping out preoccupation rooted in ordinary habits.

Shulman argues that work that is valued is work that is presented to colleagues. The failure to make this kind of wider connection weakens the sense of community. This happens in scholarly life when such essential functions as professional service or teaching do not get discussed openly or often enough.

Much scholarship is nothing more than political activism, and much teaching nothing more than indoctrination.

An offer indeed," said Lord Brandoch Daha; "if it be not in mockery. Say it loud, that my folk may hear." Corund did so, and the Demons heard it from the walls of the burg. Lord Brandoch Daha stood somewhat apart from Juss and Spitfire and their guard. "Libel it me out," he said. "For good as I now must deem thy word, thine hand and seal must I have to show my followers ere they consent with me in such a thing." "Write thou," said Corund to Gro. "To write my name is all my scholarship." And Gro took forth his ink-born and wrote in a great fair hand this offer on a parchment. "The most fearfullest oaths thou knowest," said Corund; and Gro wrote them, whispering, "He mocketh us only." But Corund said, "No matter: 'tis a chance worth our chancing," and slowly and with labour signed his name to the writing, and gave it to Lord Brandoch Daha. Brandoch Daha read it attentively, and tucked it in his bosom beneath his byrny. "This," he said, "shall be a keepsake for me of thee, my Lord Corund. Reminding me," and here his eyes grew terrible, "so long as there surviveth a soul of you in Witchland, that I am still to teach the world throughly what that man must abide that durst affront me with such an offer.

Notwithstanding the intense pressure on faculty members to publish, nationwide surveys indicate that they value teaching as highly as scholarly research.6 For every research superstar seeking international acclaim and association only with graduate students, there are many professors who value not only scholarship but also teaching and mentoring undergraduates.

Parenting is truly an exercise in patience, so be patient as you implement these ideas. Many times you may feel frustrated if your child does not respond the way you would like them to. Be calm and be positive. The essential thing is to be positive and to build a strong bond of connection with your child. When parents and children love, trust and respect each other, they can easily handle frustrating moments. So let love be your guiding principle as you teach your child to develop the skill set and mindset to raise their grades in school and position themselves for opportunities in college, scholarships, career and life. Let’s go Above & Beyond…

Apparently, it’s other boys’ faces once the prank is accomplished that will be amusing? The part about being amusing is not important. The part that is important is getting justice for Nicholas. Do you understand?” Seiji hoped he had explained it right this time. “Tell me about Nicholas,” said his father. “About—Nicholas?” Seiji repeated uncertainly. “Would I like him?” “I shouldn’t think so,” said Seiji. “He has terrible manners. And a basically unfortunate way of speaking and interacting with the world generally. He’s very untidy, too.” “Oh, but you hate it when things aren’t in the correct places,” murmured his father. “I still remember that time we had the ambassador’s son over for a playdate, and you made him cry.” “What is the point of painstakingly building castles with blocks only to knock them down?” Seiji asked. “Or sniveling?” He dismissed his father’s reminiscences. “Anyway, that was when I was very young and it no longer matters, so I don’t see the point of bringing it up. The point is—” “Justice for Nicholas,” said his father. “Is Nicholas—very good at fencing?” “No,” said Seiji plainly. There was a stunned silence. “He has a certain raw potential, but he hasn’t been properly trained because of his socioeconomic circumstances,” Seiji continued. “I wish to discuss this topic with you on our winter vacation. I think there must be foundations and scholarships set up. Many valuable fencers could be lost. It is almost too late for Nicholas. I shall be forced to teach him extremely rigorously.” There was more silence. Seiji wondered if his father had dropped his phone.

Voegelin displayed all of these qualities because he understood teaching as an existential quest with students that ascends from ideological disorder to wisdom (sophia) and practical judgment (phronesis). Teachers and learners form an existential community because together they turn, and have their souls turned, from becoming to being. For Voegelin, the “art of the periagoge” consists of inculcating the habits necessary for these existential virtues, and the methods used to inculcate them are various because they require the teacher to dig more deeply than reason into the souls of the students. As Voegelin indicates, his lifelong work is the result of the need to show students why the life of reason is indeed the pursuit of truth. His scholarship and teaching has as its core the moral aspiration for existential life in truth.

Members who listen to the voice of the Church need not be on guard against being misled. They have no such assurance for what they hear from alternate voices. Local Church leaders also have a responsibility to review the content of what is taught in classes or presented in worship services, as well as the spiritual qualifications of those they use as teachers or speakers. Leaders must do all they can to avoid expressed or implied Church endorsement for teachings that are not orthodox or for teachers who will use their Church position or prominence to promote something other than gospel truth. . . . In any case, volunteers do not speak for the Church. As long as Church leaders feel they should not participate in an event where the Church or its doctrines are discussed, the overall presentation will be incomplete and unbalanced. In such circumstances, no one should think that the Church’s silence constitutes an admission of facts asserted in that setting. . . . I have seen some persons attempt to understand or undertake to criticize the gospel or the Church by the method of reason alone, unaccompanied by the use or recognition of revelation. When reason is adopted as the only—or even the principal—method of judging the gospel, the outcome is predetermined. One cannot find God or understand his doctrines and ordinances by closing the door on the means He has prescribed for receiving the truths of his gospel. That is why gospel truths have been corrupted and gospel ordinances have been lost when left to the interpretation and sponsorship of scholars who lack the authority and reject the revelations of God. . . . In our day we are experiencing an explosion of knowledge about the world and its people. But the people of the world are not experiencing a comparable expansion of knowledge about God and his plan for his children. On that subject, what the world needs is not more scholarship and technology but more righteousness and revelation.

In Tibet, there were innumerable great scholars and bodhisattvas, but unless a scholar was told by his root guru to compose a commentary on a specific text or received a prediction from his yidam deity, he would not write one. Even when great scholars or bodhisattvas did write something, they would first check themselves to make sure that their intention was not merely to win respect, prove themselves to be a great scholar, gain material wealth, or acquire a good reputation. As every Dharma text is meant to benefit being and guide them on the spiritual path, they would only write if they had a pure, unselfish motivation. Even in the context of the Sutrayana path, though the past great scholars and realized beings wrote many commentaries on the Buddha's teachings, these writings would first be examined by other great scholars to determine whether the text was in exact accord with the Buddha's teachings. If the text did agree with the Buddha's teachings, it would be presented to the Dharma king and discussed with him. If they all agreed that the text was qualified, the writer would be invited to discuss the text and answer questions from the Dharma king and the scholars. If it was perfect and qualified as a text that could benefit beings, the author would be recognized as a good scholar and the text would be respected. If the author claimed to be a scholar but wrote a commentary that the others found not to be in accordance with the Buddha's teachings and therefore not beneficial, they would proclaim that the text had no value. It would be tied to a dog's tail, and after the dog had run around with it for a while, the text would be thrown into a fire. This was because a commentary would be read by many people, and if it was not in accordance with the teachings of the Buddha, readers could develop wrong views, create negative karma, and fall into the lower realms in their next life.

There are many types of teachers out there from many traditions. Some are very ordinary and some seem to radiate spirituality from every pore. Some are nice, some are indifferent, and some may seem like sergeants in boot camp. Some stress reliance on one’s own efforts, others stress reliance on the grace of the guru. Some are very available and accessible, and some may live far away, grant few interviews, or have so many students vying for their time that you may rarely get a chance to talk with them. Some seem to embody the highest ideals of the perfected spiritual life in their every waking moment, while others may have many noticeable quirks, faults and failings. Some live by rigid moral codes, while others may push the boundaries of social conventions and mores. Some may be very old, and some may be very young. Some may require strict commitments and obedience, while others may hardly seem to care what we do at all. Some may advocate very specific practices, stating that their way is the only way or the best way, while others may draw from many traditions or be open to your doing so. Some may point out our successes, while others may dwell on our failures. Some may stress renunciation or even ordination into a monastic order, while others seem relentlessly engaged with “the world.” Some charge a bundle for their teachings, while others give theirs freely. Some like scholarship and the lingo of meditation, while others may never use or even openly despise these formal terms and conceptual frameworks. Some teachers may be more like friends or equals that just want to help us learn something they happened to be good at, while others may be all into the hierarchy, status and role of being a teacher. Some teachers will speak openly about attainments, and some may not. Some teachers are remarkably predictable in their manner and teaching style, while others swing wide in strange and unpredictable ways. Some may seem very tranquil and mild mannered, while others may seem outrageous or rambunctious. Some may seem extremely humble and unimposing, while others may seem particularly arrogant and presumptuous. Some are charismatic, while others may be distinctly lacking in social skills. Some may readily give us extensive advice, and some just listen and nod. Some seem the living embodiment of love, and others may piss us off on a regular basis. Some teachers may instantly click with us, while others just leave us cold. Some teachers may be willing to teach us, and some may not. So far as I can tell, none of these are related in any way to their meditation ability or the depths of their understanding. That is, don’t judge a meditation teacher by their cover. What is important is that their style and personality inspire us to practice well, to live the life we want to live, to find what it is we wish to find, to understand what we wish to understand. Some of us may wander for a long time before we find a good fit. Some of us will turn to books for guidance, reading and practicing without the advantages or hassles of teachers. Some of us may seem to click with a practice or teacher, try to follow it for years and yet get nowhere. Others seem to fly regardless. One of the most interesting things about reality is that we get to test it out. One way or another, we will get to see what works for us and what doesn’t, what happens when we do certain practices or follow the advice of certain teachers, as well as what happens when we don’t.

First, engaging in SoTL improves student learning because it affects how faculty members think about teaching and learning opportunities for their students. Second, contributions to the field of teaching are improved and enhanced. Third, engaging in SoTL enriches one’s experiences as a teacher.

First, in many cases, conservative American evangelical biblical interpretation is not only parochial but also weird and whacky. Only American evangelicals use Scripture to argue against gun control, against environmental care, and against universal healthcare.28 Second, while there is a great blessing in American evangelical scholarship, one I’ve benefited from immensely (not least of all from Beale’s brilliant Revelation commentary), we do not need Americans to teach us that the Bible is authoritative and how to do text-based interpretation. Here’s the thing: we already knew that; in some cases we knew it a millennium before the Americans, and why do Americans presume to teach us a proper doctrine of biblical authority and biblical interpretation when they live in the same country as Joel Osteen, Joyce Meyer, and the Left Behind series!

After you’ve decided on a place to study MBBS abroad, the following step is to choose the best medical university. MBBS abroad offers its students a plethora of alternatives and chances. Here are some pointers to help you choose the top medical university in the world to study MBBS. Learn about the university’s rating. The university’s experience in teaching MBBS The university’s recognition Fees for tuition and living expenses Whether or if the university provides FMGE coaching Indian cuisine is available at the hostel canteen. Examine the number of Indian students enrolled at the university. Admission Procedures for MBBS Programs Abroad MBBS overseas is increasingly a popular option for thousands of students. It does not necessitate any difficult procedures or fees. Admission to medical schools in other countries is a pretty straightforward procedure. MBBS abroad offers a plethora of chances to its students. The student must send the necessary paperwork to us, and we will begin the admissions process right away. The admission letter is issued once the following papers are submitted: Results of the 12th grade with eligibility matching according to the university. Passport photocopy Following the submission of the required papers, the student will get an invitation from the Ministry of Education of the particular nation. A representative is on hand at the airport to meet the students, and another is on hand at the destination airport to greet them, The University provides lodging for its students. The Cost of a Medical Degree in Abroad MBBS overseas offers a viable option for medical education studies. The cost of MBBS in Russia, Ukraine, Kyrgyzstan, China, Bangladesh, Guyana, and other such nations is substantially lower than that of private medical institutions in India. Furthermore, the cost of living in these nations is quite low for international students. These colleges also provide scholarships to deserving students. Criteria for Eligibility to Study medical Abroad: The following admission requirements are reserved for Indian candidates seeking admission to MBBS programs at any of the Best Medical Universities in the World: Firtly, A non-reserved Indian medical candidate must have obtained a minimum of 50% in their 12th grade in Physics, Chemistry, and Biology. Secondly, Medical aspirants from the restricted categories (SC/ST/OBC) can apply with a minimum of 40% marks in Physics, Chemistry, and Biology, according to NMC/MCI criteria (Medical Council of India). Medical students must take the NEET (National Eligibility and Entrance Test) starting in 2019.

to expect students to become ethical leaders in their communities requires that the leaders in higher education model ethical decision-making with social justice in mind.

WHEN WE BEGAN OUR JOURNEY, I SHARED WITH YOU MY OWN EXPERIENCE of venturing into the mind of ancient Israelites and the Jews and Christians of the first century and how that made it impossible to look at the Bible as I had before. It ruined me in an agreeable way. But I can only say that with hindsight. At the time of that experience, I had already taught on the college level and was in the midst of one of the nation’s most respected Hebrew Bible programs—and yet I hadn’t been thinking clearly about Scripture. I hadn’t seen much of what I’ve written in this book. I’d been blinded by tradition and my own predilection to keep certain things on the periphery when it came to the Bible. It was the worst possible time in my life to have everything put into upheaval, to have to rethink and reevaluate what I believed. It required that I be humbled, something that doesn’t come easily to an academic. The realization that I needed to read the Bible like a premodern person who embraced the supernatural, unseen world has illumined its content more than anything else in my academic life. One question I’ve been asked over the years when sharing insights that are now part of this book was one that I asked myself: Why haven’t I heard these things before? It astonished me that I could sit under years of biblical preaching and teaching and never have anyone alert me to the important and exciting truths we’ve tracked here. I’ve learned that the answer to that question is complex. Rather than dwell on it, God provoked me to do something about it. Most people aren’t going to learn Greek and Hebrew (and other dead languages) as part of studying Scripture. Most aren’t going to pursue a PhD in biblical studies, where they’ll encounter the high-level scholarship that will force them to think about what the biblical text really says and why it says it in its own ancient context, far removed from any modern tradition. But everyone ought to reap some benefit from those disciplines. And so it has become my ambition to parse that data and synthesize it so that more people can experience the thrill of rediscovering the supernatural worldview of the Bible—of reading the Bible again for the first time.

It is one of the curiosities of Western intellectual history that, during the last century or so, those with no serious involvement with practical Christianity—maybe totally ignorant of it or even hostile to it—have been allowed, under the guise of “scholarship” or innovative thought, to define what religion is and to reinterpret Christian teachings in the light of their own biased definitions and purposes.

Obama likes to portray himself as the savior of the younger generation. In reality, however, college costs are so high in large part because the government subsidizes education with Pell Grants and a whole host of other scholarships and loans. Colleges continually raise tuition because they know that a large portion of the tab is paid for by the taxpayer, not the student. That’s how colleges can afford to pay professors six-figure salaries for teaching two days a week and working only nine months out of the year.

EXPERIMENT That our beliefs about the capability of others have a direct impact on their performance has been adequately demonstrated in a number of experiments from the field of education. In these tests teachers are told, wrongly, that a group of average pupils are either scholarship candidates or have learning difficulties. They teach a set curriculum to the group for a period of time. Subsequent academic tests show that the pupils’ results invariably reflect the false beliefs of their teachers about their ability. It is equally true that the performance of employees will reflect the beliefs of their managers. For example, Fred sees himself as having limited potential. He feels safe only when he operates well within his prescribed limit. This is like his shell. His manager will only trust him with tasks within that shell. The manager will give him task A, because he trusts Fred to do it and Fred is able to do it. The manager will not give him task B, because he sees this as beyond Fred’s capability. He sees only Fred’s performance, not his potential. If he gives the task to the more experienced Jane instead, which is expedient and understandable, the manager reinforces or validates Fred’s shell and increases its strength and thickness. He needs to do the opposite, to help Fred venture outside his shell, to support or coach him to success with task B. To use coaching successfully we have to adopt a far more optimistic view than usual of the dormant capability of all people. Pretending we are optimistic is insufficient because our genuine beliefs are conveyed in many subtle ways of which we are not aware.

The Keswick, “higher-life” movement ... also contributed to a reduction of interest in biblical theology and deeper scholarship. No Christian in his right mind will desire anything other than true holiness and righteousness in the church of God. But Keswick had isolated one doctrine, holiness, and altered it by the false simplicity contained in the slogan, “Give up, let go and let God.” If you want to be holy and righteous, we are told, the intellect is dangerous and it is thought generally unlikely that a good theologian is likely to be a holy person.... You asked me to diagnose the reasons for the present weakness and I am doing it.... If you teach that sanctification consists of “letting go” and letting the Holy Spirit do all the work, then don’t blame me if you have no scholars!171

One of the most unexpected findings of my research was that introverted pastors felt very comfortable preaching, irrespective of congregation size. Many of them actually considered it their biggest strength and favorite part of the job. They found that their natural tendencies toward study, scholarship and writing translated into effective preaching and teaching.

It is the general rule that we do not get things of value unless we are willing to pay a price. The scholar does not become learned unless he puts forth the work and effort to succeed. If he is not willing to do so, can he say there is no such thing as scholarship? . . . It is just as foolish for man to say there is no God simply because he has not had the inclination to seek him.

The chronology of John is so totally at odds with that of the Synoptics (not that they always agree among themselves) that we must suppose John's itinerary of Jesus to be governed solely by the theological demands of any particular scene. For example, Matthew, Mark, and Luke have Jesus, by implication, active for about a year's worth of ministry and teaching in Galilee, after which he embarks on the fatal visit to Jerusalem for Passover. But John has Jesus going to Jerusalem and back several times. For Matthew, the Jerusalem crowds on Palm Sunday have to inquire of the Galileans who Jesus is, but John's Jerusalemites know him well enough. And John has Jesus present at three Passover feasts, giving us our traditional estimate of a three-year ministry. But is John just constructing a Passover scene whenever he wants to have Jesus return to Passover themes in his teaching? Likewise, in the Synoptics, the Last Supper takes place on Thursday, the crucifixion on Friday, but not in John, where Jesus must die on Thursday, like the Passover lamb he typologically embodies.

It used to be considered a failure of teaching or scholarship to work from a particular ideological standpoint. Academics were incentivized...by knowing that other scholars could - and would - point out evidence of bias or motivating reasoning and counter it with evidence and argument. Teachers could consider their attempts at objectivity successful if their students did not know what their political or ideological positions were.

Thomas Sowell was born in North Carolina and grew up in Harlem. He moved out from home at an early age and did not finish high school. After a few tough years … read morehe joined the Marine Corps and became a photographer in the Korean War. After leaving the service, Sowell entered Harvard University, worked a part-time job as a photographer and studied the science that would become his passion and profession: economics. Sowell received his bachelor’s degree in economics (magna cum laude) from Harvard in 1958. He went on to receive his master’s in economics from Columbia University in 1959, and a Ph.D. in economics from the University of Chicago in 1968. In the early ’60s, Sowell held jobs as an economist with the Department of Labor and AT&T. But his real interest was in teaching and scholarship. In 1965, at Cornell University, Sowell began the first of many professorships. His other teaching assignments have included Rutgers, Amherst, Brandeis and the UCLA. In addition, Sowell was project director at the Urban Institute, 1972-1974; a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University, 1976–77; and was an adjunct scholar of the American Enterprise Institute, 1975-76. Dr. Sowell has published a large volume of writing, much of which is considered ground-breaking. His has written over 30 books and hundreds of articles and essays. His work covers a wide range of topics, Including: classic economic theory, judicial activism, social policy, ethnicity, civil rights, education, and the history of ideas to name only a few. Sowell has earned international acclaim for his unmatched reputation for academic integrity. His scholarship places him as one of the greatest thinkers of the second half of the twenty century. Thomas Sowell began contributing to newspapers in the late ’70s, and he became a nationally syndicated newspaper columnist 1984. Sowell has brought common sense economic thinking to the masses by his ability to write for the general public with a voice that get to the heart of issues in plain English. Today his columns appear in more than 150 newspapers. In 2003, Thomas Sowell received the Bradley Prize for intellectual achievement. Sowell was awarded the National Humanities Medal in 2002. In 1990, he won the prestigious Francis Boyer Award, presented by The American Enterprise Institute. Currently, Thomas Sowell is the Rose and Milton Friedman Senior Fellow on Public Policy at the Hoover Institution at Stanford University in Palo Alto, California. —Dean Kalahar

What finally helped break the hold of classical Latin in Europe was the discovery, in the late eighteenth century, of the Sanskrit scholarship of India, and notably Pāṇini’s grammar of Sanskrit, believed to date from the fourth century BCE, which described the language of ancient sacred texts dating from some eight centuries earlier. Thanks to such codification, Sanskrit had remained, like Latin in Europe, a high-status lingua franca in India long after it had died out as a mother tongue.

He began university studies that fall. The seminars in private apartments created intimacy between students and professors. The central figure, Professor Jerzy Krzyżanowski, taught students that studying literature required history—and also that critique and mockery were part of scholarship. Tadeusz was happily absorbed by his courses in Polish literature, European intellectual history, and Shakespeare, led by outstanding scholars, people risking their own lives to teach. He read constantly, in bed, on the tram, during lectures. The impoverished son of political refugees found a circle of bright friends who shared a secret and a love of learning

Although transmission lineages in Zen begin with the Seven Buddhas of Antiquity, the seventh of which is Shakyamuni Buddha, many Zen practitioners do not understand the core of their practice to depend on the historical existence of even Shakyamuni Buddha, much less the six mythical Buddhas that are said to have preceded him. If historical scholarship were to one day prove that Jesus was a fictional character made up by the authors of the New Testament, that would be doctrinally devastating to Christianity. Christians would have to fundamentally rethink their understanding of the Incarnation as a unique historical event. By contrast, many Zen Buddhists have said that even were it to be revealed someday that Shakyamuni Buddha did not exist as a historical person, the core teachings and practices of Zen Buddhism would remain unaffected.

To protect their own deepest commitments, believers want to shield their prophet’s reputation. On the other hand, people who have broken away from Mormonism—and they produce a large amount of the scholarship—have to justify their decision to leave. They cannot countenance evidence of divine inspiration in his teachings without catching themselves in a disastrous error. Added to these combatants are those suspicious of all religious authority who find in Joseph Smith a perfect target for their fears. Given the emotional crosscurrents, agreement will never be reached about his character, his inspiration, or his accomplishments.

Until recently, reading the great book of history for the purpose of self-improvement was the spirit which informed the humanities, or liberal arts, in universities across the West. But today an increasing number of humanities professors have abandoned this spirit. Rather than reviving the ideas of the great books and offering them to students as potentially better ways to live, many professors engage in what Soren Kierkegaard called “a tragic misuse of scholarship” (Soren Kierkegaard, For Self Examination). They teach their students to Historicize and criticize the great books, and explain them away as irrelevant relics of the past. The great books are interesting, many modern professors believe, only insofar as they serve as examples of the so-called “backwards” social and political climate of times in which they were produced.

Somewhere a scholar is preparing a manuscript on the poetry of Lucille Clifton while his child happily plays under the watch of a childcare provider, the cost of whose labor is paid without worry but the cost of whose living is a source of ongoing anxiety. Somewhere a Frantz Fanon scholar is spending grant money on addressing the built-in obsolescence of their laptop, the rare earth in the guts of which have been plundered from the ground in the new scramble for Africa; the toxic skeletal remains of which will be shipped away out of sight, out of mind, to be dismantled by dispossessed, non-white hands in sacrifice zones for digital capitalism. Somewhere a theorist of settler colonial economic formations is falling asleep on the train en route to a precarious adjunct gig an hour and a half from home, the text of the conference proposal in their lap blurring like the landscape outside, their eyelids heavy from last night's shift at the cafe at which the hourly pay is more or less equivalent to that which they receive for teaching. Somewhere a mid-career scholar is arriving on campus for office hours more relaxed than they have been in years, buoyed by a mixture of validation and excitement after having read an article on white supremacy in classrooms led by non-white faculty, text on page relaxing muscles, jaw, and gut, thinning the dense cloud of alienation in a department in which indicate phrases like "playing the race card" and "all lives matter" are replaced with more professional ones--like "you may be overreacting" and "try to adopt a student-centered approach." Scholarship, no matter how abstract its subject matter, is always already a material practice, a lived experience with complex, far-reaching physical entanglements.

As a matter of fact, Islam does not negate critical inquiry. Muslim scholars who understand this viewpoint are supportive of stem cell research, genetic engineering and robotics within ethical bounds. Even traditional Muslim scholarship in early-twentieth century was not skeptical of evolution as a scientific explanation, which can be seen in the writings of Syed Qutb and Maulana Syed Abul-Ala Maududi. Several Muslim scientists conduct research in evolutionary biology and also teach it including Mohammed Alassiri of King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia; Ehab Abouheif, Canada Research Chair at McGill University; Fatimah Jackson, Professor of Biological Anthropology at the University of North Carolina and Rana Dajani, Associate Professor at Hashemite University, Jordan.

These changes have been steadily eroding the barrier between scholarship and activism. It used to be considered a failure of teaching or scholarship to work from a particular ideological standpoint. The teacher or scholar was expected to set aside her own biases and beliefs in order to approach her subject as objectively as possible. Academics were incentivized to do so by knowing that other scholars could—and would—point out evidence of bias or motivated reasoning and counter it with evidence and argument. Teachers could consider their attempts at objectivity successful if their students did not know what their political or ideological positions were. This is not how Social Justice scholarship works or is applied to education. Teaching is now supposed to be a political act, and only one type of politics is acceptable—identity politics, as defined by Social Justice and Theory. In subjects ranging from gender studies to English literature, it is now perfectly acceptable to state a theoretical or ideological position and then use that lens to examine the material, without making any attempt to falsify one’s interpretation by including disconfirming evidence or alternative explanations. Now, scholars can openly declare themselves to be activists and teach activism in courses that require students to accept the ideological basis of Social Justice as true and produce work that supports it.38 One particularly infamous 2016 paper in Géneros: Multidisciplinary Journal of Gender Studies even favorably likened women’s studies to HIV and Ebola, advocating that it spread its version of feminism like an immune-suppressing virus, using students-turned-activists as carriers.39

The critical-thinking tradition is concerned primarily with epistemic adequacy. To be critical is to show good judgment in recognizing when arguments are faulty, assertions lack evidence, truth claims appeal to unreliable sources, or concepts are sloppily crafted and applied…. Critical pedagogy regards the claims that students make in response to social-justice issues not as propositions to be assessed for their truth value, but as expressions of power that function to re-inscribe and perpetuate social inequalities. Its mission is to teach students ways of identifying and mapping how power shapes our understandings of the world. This is the first step toward resisting and transforming social injustices.49 This is an explicit admission that Bailey’s aim is not to seek truth, but to teach a specific understanding of Social Justice, for the purposes of activism.

One of the most important teachings in the Dharma is that while scholarship is valued, having an open heart is valued even more. If nothing around us has any genuine substance, then all the happiness or unhappiness we feel comes from our own mind. It's not what happens to you that matters, but the way you interpret things. The greatest obstacle to our own happiness is too much thinking. Thinking about the past, especially going over bad things that have happened in our minds again and again, serves no purpose. It is completely useless mental activity. In fact, it is worse than useless, because it can only harm our happiness. Meditation combats stress by lowering blood pressure and the heart rate. it improves the immune function so you don't get colds and flu so much. It boosts DHEA production - that's the only hormone that decreases directly with age - slowing down aging.

Sometimes these illustrious institutions offer a scholarship or two for the sons of the gardener or the shoeshine man, just to show their magnanimity and Christian charity,” Fermín proffered. “The most efficient way of rendering the poor harmless is to teach them to want to imitate the rich. That is the poison with which capitalism blinds the—

Model teachers do not buy into the dichotomy between research and teaching. Rather, they contribute to the accumulation of knowledge about teaching through scholarship of teaching and learning. As with any type of research, scholarship of teaching and learning can be conducted in several ways. However, the key idea is that model teachers share their teaching innovations for the benefit of all.